中华医学教育杂志

中华医学教育杂志 ›› 2024, Vol. 44 ›› Issue (1): 44-47.DOI: 10.3760/cma.j.cn115259-20230317-00276

• 科研能力培养 • 上一篇    下一篇

北京大学临床医学专业学生创新性实验项目的调查分析

陈荟竹1, 翟茁钰1, 门宇琪1, 谷士贤2, 沈宁2, 赵旻暐3   

  1. 1北京大学医学部2019级八年制临床医学专业学生,北京 100191;
    2北京大学第三医院教育处,北京 100191;
    3北京大学第三医院骨科,北京 100191
  • 收稿日期:2023-03-17 出版日期:2024-01-01 发布日期:2023-12-29
  • 通讯作者: 赵旻暐, Email: zmw@bjmu.edu.cn

Investigation and analysis of innovative training program of medical students in Peking University

Chen Huizhu1, Zhai Zhuoyu1, Men Yuqi1, Gu Shixian2, Shen Ning2, Zhao Minwei3   

  1. 1Undergraduate, Clinical Medical Major, Eight-year Program,Enrolled in 2019, Peking University Health Science Center, Beijing 100191, China;
    2Department of Education, Peking University Third Hospital, Beijing 100191, China;
    3Department of Orthopaedics, Peking University Third Hospital, Beijing 100191, China
  • Received:2023-03-17 Online:2024-01-01 Published:2023-12-29
  • Contact: Zhao Minwei, Email: zmw@bjmu.edu.cn

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摘要： 大学生创新创业训练计划是近年来高校教育改革的重要举措,并已经成为医学生本科教育体系的重要组成部分。为评估其在提升临床医学专业本科生综合能力方面的作用,本研究就北京大学医学部2018~2021级八年制临床医学专业本科教育阶段学生64人参与大学生创新性实验项目(简称大创项目)的情况进行了问卷调查。结果显示,大创项目有助于提升医学生的检索文献能力[39人(60.9%)]、论文写作能力[37人(57.8%)]、基础科研能力[30人(46.9%)]、临床科研能力[36人(56.3%)]和团队协作能力[42人(65.6%)]。医学生在项目中承担的工作内容比较单一,主要为检索文献[61人(95.3%)]。为此,提出优化大创项目的建议:为学生提供详细课题背景和科研内容、筛选项目并开设科研技能培训课程、结合本校培养方案调整大创项目设置、设置导师-学生双向评价体系。

关键词: 学生,医科, 八年制临床医学专业, 大创项目, 科研能力

Abstract: College students' innovation and entrepreneurship training programs are an important measure for education reform in colleges and universities, and the initiation program has become an important part of the undergraduate education system for medical students. To assess its effectiveness in enhancing the overall competence of clinical medical undergraduates, This study investigated and analyzed 64 eight-year undergraduates in clinical medicine in innovative training programs in Peking University Health Science Center enrolled from 2018 to 2021 by questionnaire. The results showed that the innovative training program contributes to the improvement of students' literature retrieval ability [39(60.9%)], paper writing ability [37(57.8%)], basic scientific research ability [30(46.9%)], clinical research ability [36(56.3%)], and teamwork ability [42(65.6%)]. However, the work performed by students in the program is relatively single, mainly focused on literature review [61(95.3%)]. Therefore, suggestions and considerations for further optimizing the innovation project are proposed: providing detailed program backgrounds and research content, selecting programs and offering scientific research training courses, adjusting the setting of the innovative training program in combination with the fostering proposal, and establishing a “mentor-student bidirectional” evaluation system.

Key words: Students, medical, Eight-year program in clinical medicine, Innovative training program, Scientific research capability

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